THE SPEECH OF CHILD ' 325 Is the need for an order according to which external Impressions may be classified. This experiment has gone far beyond our estimations, and today children learn, having language as a guide, a great deal of precise knowledge about biology, geography and astronomy— knowledge which becomes elements sown in a fertile field like the mind of the child which develops of its own accord, through the promptings of nature and which urges the children onwards towards knowledge of the world. Anyone who regards only from the psychological point of view these pure manifestations of natural development, as is usually done by those men of science who are called psychologists, will possibly discover that children five years old have a wide acquaint- ance with the outside world and recognize the new objects of civilization and their names, In a way which might almost seem mysterious. For example, they recognize the different makes of automobiles and know their names; their mothers cannot do that. Astounded by similar facts, Stern concludes: "For thousands of years the child has been passing like an unknown being In the midst of humanity; and yet he possesses mental instincts which make us recognize him as a bond between successive generations in the development of civilization."